Child Effortful Control, Teacher-student Relationships, and Achievement in Academically At-risk Children: Additive and Interactive Effects.
about
Moderating effects of executive functions and the teacher-child relationship on the development of mathematics ability in kindergartenTeacher-student relationship quality type in elementary grades: Effects on trajectories for achievement and engagement.An integrative view of school functioning: transactions between self-regulation, school engagement, and teacher-child relationship qualityJoint Contributions of Peer Acceptance and Peer Academic Reputation to Achievement in Academically At Risk Children: Mediating Processes.Teacher Network of Relationships Inventory: measurement invariance of academically at-risk students across ages 6 to 15.Longitudinal Effects of Teacher and Student Perceptions of Teacher-Student Relationship Qualities on Academic Adjustment.Learning-related skills and academic achievement in academically at-risk first graders.Relations of Children's Effortful Control and Teacher-Child Relationship Quality to School Attitudes in a Low-Income Sample.Evidence of convergent and discriminant validity of child, teacher, and peer reports of teacher-student supportHow do different components of Effortful Control contribute to children's mathematics achievement?Dynamics of teacher-student relationships: stability and change across elementary school and the influence on children's academic success.School readiness and self-regulation: a developmental psychobiological approach.African American Children At-Risk of Increasingly Conflicted Teacher-Student Relationships in Elementary SchoolA Spoken-Language Intervention for School-Aged Boys With Fragile X SyndromeParental income and the fruits of labor: Variability in homework efficacy in secondary schoolDifferential Growth Trajectories for Achievement Among Children Retained in First Grade: A Growth Mixture ModelLinks between motor control and classroom behaviors: Moderation by low birth weight.Basic Psychological Needs Satisfaction Mediates the Association between Self-Control Skills and Subjective Well-BeingLow-Income Ethnically Diverse Children's Engagement as a Predictor of School Readiness Above Preschool Classroom Quality.Reciprocal Relations Between Student-Teacher Relationship and Children's Behavioral Problems: Moderation by Child-Care Group Size.Effect of retention in elementary grades on dropping out of school early.Relations of Positive and Negative Expressivity and Effortful Control to Kindergarteners' Student-Teacher Relationship, Academic Engagement, and Externalizing Problems at School.Elementary Students' Effortful Control and Academic Achievement: The Mediating Role of Teacher-Student Relationship Quality.Longitudinal relations among parents' reactions to children's negative emotions, effortful control, and math achievement in early elementary school.Peer victimization, poor academic achievement, and the link between childhood externalizing and internalizing problems.Classroom Interactions, Dyadic Teacher-Child Relationships, and Self-Regulation in Socially Disadvantaged Young Children.Behavioral Self-Regulation, Early Academic Achievement, and the Effectiveness of Urban Schools for Low-Income Ethnic Minority Children.Temperament and Teacher–Child Conflict in Preschool: The Moderating Roles of Classroom Instructional and Emotional SupportAssessments of Student–Teacher Relationships in Residential Treatment Center SchoolsModeling the Interaction of Academic Self-Beliefs, Frequency of Reading at Home, Emotional Support, and Reading Achievement: An RCT Study of At-Risk Early Readers in First Grade and Second Grade
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P2860
Child Effortful Control, Teacher-student Relationships, and Achievement in Academically At-risk Children: Additive and Interactive Effects.
description
article científic
@ca
article scientifique
@fr
articolo scientifico
@it
artigo científico
@pt
bilimsel makale
@tr
scientific article published on January 2010
@en
vedecký článok
@sk
vetenskaplig artikel
@sv
videnskabelig artikel
@da
vědecký článek
@cs
name
Child Effortful Control, Teach ...... itive and Interactive Effects.
@en
Child Effortful Control, Teach ...... itive and Interactive Effects.
@nl
type
label
Child Effortful Control, Teach ...... itive and Interactive Effects.
@en
Child Effortful Control, Teach ...... itive and Interactive Effects.
@nl
prefLabel
Child Effortful Control, Teach ...... itive and Interactive Effects.
@en
Child Effortful Control, Teach ...... itive and Interactive Effects.
@nl
P2093
P2860
P1476
Child Effortful Control, Teach ...... itive and Interactive Effects.
@en
P2093
Jan N Hughes
Jeffrey Liew
P2860
P356
10.1016/J.ECRESQ.2009.07.005
P577
2010-01-01T00:00:00Z